New technologies, whether text message or telegraph, inevitably raise questions about emotion. New forms of communication bring with them both fear and hope, on one hand allowing us deeper emotional connections and the ability to forge global communities, while on the other prompting anxieties about isolation and over-stimulation.a Feeling Mediated ainvestigates the larger context of such concerns, considering both how media technologies intersect with our emotional lives and how our ideas about these intersections influence how we think about and experience emotion and technology themselves. Drawing on extensive archival research, Brenton J. Malin explores the historical roots of much of our recent understanding of mediated feelings, showing how earlier ideas about the telegraph, phonograph, radio, motion pictures, and other once-new technologies continue to inform our contemporary thinking. With insightful analysis, a Feeling Mediated aexplores a series of fascinating arguments about technology and emotion that became especially heated during the early 20th century.These debates, which carried forward and transformed earlier discussions of technology and emotion, culminated in a set of ideas that became institutionalized in the structures of American media production, advertising, social research, and policy, leaving a lasting impact on our everyday lives."

This book unpacks how emotions and affect are key conceptual lenses for understanding contemporary processes and discourses around migration. Drawing on empirical research, grassroots projects with migrants and refugees, and mediated stories of migration and asylum-seeking from the Global North, the book sheds light on the affects of empathy, aspiration and belonging to reveal how they can be harnessed as public emotions of positive collective change. In the face of increasing precariousness and the wake of intersecting global crises, Khorana calls for uncovering the potential of these affects in order to build new forms of care and solidarities across differences.

Table of contents

This concise volume presents for the first time a coherent and detailed account of why we experience feelings of being present in the physical world and in computer-mediated environments, why we often don't, and why it matters - for design, psychotherapy, tool use and social creativity amongst other practical applications.

This book critically investigates the pervasiveness of anthropomorphised animals in popular culture. Anthropomorphism in popular visual media has long been denounced for being unsophisticated or emotionally manipulative. It is often criticised for over-expressing similarities between humans and other animals. This book focuses on everyday encounters with visual representations of anthropomorphised animals and considers how attributing other animals with humanlike qualities speaks to a complex set of power relations. Through a series of case studies, it explores how anthropomorphism is produced and circulated and proposes that it can serve to create both misunderstandings and empathetic connections between humans and other animals. This book will appeal to academics and students interested in visual media, animal studies, sociology and cultural studies.

This book portrays an extensive and intensive discussion of theories and research that refer to Vygotsky’s and Feuerstein’s theories of mediated learning and their effects on learning potential and cognitive modifiability. Most topics are discussed in relation to a broad spectrum of developmental and cognitive research that are under the conceptual umbrella of mediated learning and cognitive modifiability. Some topics such as neural plasticity, executive functions, mental rotation, and cognitive education are related to mediated learning, though indirectly, and therefore are included in this book. In many ways the book presents an extension of Vygotsky and Feuerstein’s theories and empirical validation in a variety of family, social and cultural contexts. The book includes a thorough analysis and summary of 50 years of research and methodology of the intimate relation between mediated learning interactions and cognitive modifiability and of dynamic assessment underlying measurement of cognitive modifiability. Special emphasis is given to Tzuriel’s dynamic assessment instruments developed during more than four decades. Tzuriel’s novel instruments are interwoven in the extensive research on parent-child interactions, siblings’ , teachers' and peers' mediation and in validation of dynamic assessment approach and cognitive education programs aimed at development of thinking skills and academic achievements.